Unit 3 Travel journal说课稿
说课稿：Unit 3 Travel journal
Unit 3 Reading Journey Down the MekongPart 1 The Dream and the Plan一.Analysis of the teaching material1.Status and main idea of the passageThe passage is the highlight of this unit. It is a piece of travel journal written by Wang Kun. It mainly talks about Wan Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparations for the trip and some more details of the Mekong River.2.Teaching aims1)Knowledge aims: To get students to know how to prepare for a trip and some geographical knowledge about the Mekong River; Guide students to grasp the usage of some important words and phrases such as persuade, insist, be fond of, determine, give in, etc. .2) Ability aims: To develop students’ reading skills like s kimming, scanning and concluding; Guide them to use these reading skills to collect and deal with information. Meanwhile encourage them to express their own travel plans using the language they have learned in the class and cultivate their ability to cooperate with others.3)Emotional aims: To learn to enjoy the fun of traveling and appreciate thebeautiful sceneries in China and the whole world, thus making them love our country, love the world and love nature. Meanwhile raise their awareness of protecting our environment.2.Key points and difficult points1)The key points are how to get students to understand the text better and master the reading skills such as skimming, scanning and so on.2)The difficult points are how to get students to master the important words and expressions in the unit and how to help students to express themselves using what they have learned in this passage.二．Analysis of the studentsMost people are interested in traveling, and our students are no exception. So the topic can generally arouse their interest. Generally speaking, it is not difficult for the high school students to understand the text, but there are still some new phrases and sentences that may be a little bit difficult.三．Teaching methods and aids1.Teaching methods: brainstorming, task-based teaching and learning, situational approach, multimedia assistance, cooperative learning, discussion2.Teaching aids: a projector, a multimedia computer system and other normal teaching tools四．Learning methodsAs is described in modern educational theory, “T he process of obtaining knowledge is more important than obtaining knowledge itself”, so I will try to arouse students’ potential and make them obtain knowledge by self-learning and cooperation, and at the same time form good learning methods to improve their listening, reading, speaking and writing abilities.五．Teaching proceduresStep 1 Lead-in and pre-readingTask 1 Show students some pictures of great rivers and ask them what their names are.Task 2 Require students to discuss the questions below and report their answers to the whole class.Q1: Many people live beside a river. How do they make use of it in their daily life?Q2: The world has many great rivers. If you could follow the route of only one of them, which one would you choose? And how are you traveling?Q3: Look at the map below and list the countries that the Mekong River flows through.Purpose: (1) lead up to the topic naturally and arouse their interest in learning the passage.(2)Check students’ preparations before class and their a bility to searchinformation.Step 2 While-readingTask 1 SkimmingAsk students to read the passage quickly and answer the following questions.Q1: What were Wang Kun and Wang Wei going to do? And who come up with the idea?Q2: Who planned the trip to the trip to the Mekong?Q3: What did they do before the tip?Purpose: Enable students to find out the clue of the text quickly and get them to understand the general idea of the passage as quickly as possible.Task 2 ScanningEncourage students to read the passage carefully and finish the two tasks.Task1 Know better about the tripQ1: What preparations did Wang Kun and Wang Wei do?Q2: What difficulties did Wang Kun and Wang Wei find about their journey?Task 2 Know better about the riverQ1: Where is the source of the river and which sea does it enter?Q2:What can you see when you travel along the Mekong?Purpose: Enable students to find out the exact information about the text and have a better understanding of the trip and the Mekong River.Task 3 Study readingGet students to listen to the tape and find out some important words and phrases.Then encourage them to analyze and memorize them.1.Words and phrases that indicate people’s attitud e and personality:dream about , be fond of, care about, determined, stubborn, insist, shortcoming,make up her mind, change her mind, give in, reliable2.Words and phrases that relate to a trip planever since, persuade, graduate, cycle, organize, schedule, journeys of certain placesglacier, rapids, valley, waterfall, deltaPurpose: to guide students to grasp the usage of some important words and phrases. Encourage them to express their own travel plans using the language they learned in the class.Task 4 consolidationAsk students to use their own words to rewrite the passage of the reading.Purpose: Cultivate students’ ability to summarize and consolidate what they have learnt in the class.Step 3 Post-readingAsk students to brainstorm some adjectives to describe the characteristics of Wang Kun and Wang Wei.Wang Kun’s characteristic ___________________Wang Wei’s characteristic ____________________Purpose: Develop students’ ability to analyze and summarize using what they have learnt.Step 4 SpeakingWith your partner discuss the following question and make a dialogue. Then Act it out before the whole class.Q: Assume that you are going to travel abroad with your friends, what will you do before your trip?Trip: ( schedule, route, budget, transport, …)Step5 HomeworkFinish off the reading task on workbook and preview the tasks in learning about language.六．Blackboard design and time division1.Blackboard designUnit 3 Reading Journey Down the MekongPart1 The Dream and the PlanI. Lead-in; pre-readingII. SkimmingIII. ScanningIV. Study readingV. ConsolidationVI. Post-readingVII. SpeakingVIII. Homework2.Time divisionLead-in and pre-reading (8’)While-reading (23’)Post-reading (3’)Speaking (5’)Homewo rk (1’)。
Unit 3 travel journey 说课稿
Unit 3 Travel journal 说课稿尊敬的老师，各位同学：大家下午好。
今天我说课的内容是人教版新课标高中英语必修一Unit 3 Travel journal 第一课时。
我将从学情分析，教材分析，教学目标，教学重难点，教学方法&教学用具，教学过程五方面来进行我的说课。
学生在日常生活中已经或多或少了解一些旅游的相关知识，但是并不系统，可他们对于旅游这个话题必然是非常感兴趣的。
所以本课将在他们已有的生活储备和英语基础上，提高他们对于语言运用和话题讨论的能力以及相关语言知识和语言技能。
本单元选自人教版高一英语必修一第三单元，本单元的中心话题是“旅游”，通过旅游日记的方式描述旅行见闻。
具体涉及旅游所需的准备工作,既包括物质准备，如：选择安排旅游时间、景点、路线、交通工具等。
又包括精神准备，如：让学生了解河流对人类生活的作用与保护环境的重要性。
根据本教材的知识结构和内容分析，以及学生们的心理特征和认知结构，本课时制定了三个教学目标。
【1】语言知识目标学习在本篇课文中出现的新词汇，并理解课文【2】语言技能目标在听中获得信、处理信息，掌握几个阅读技巧【3】情感态度目标形成良好的生活态度，培养学生的合作意识。
根据学生的学龄特点，在吃透教材的基础上，本课时还制定了以下的重难点：重点教授新单词，理解课文。
难点掌握几个阅读技巧。
结合所学的内容，以及本课的安排，本课所采取任务型教学法，视听教学法，所使用的教学辅助是多媒体。
为了突出重点，突破难点，并达到教学目标，我制定了以下的教学过程：1,导入部分在导入部分，我会使用学生熟知的拉丁神灯作为本课的切入点，在拥有一次旅游机会后，让学生根据问题，对自己的旅游做一个简单的规划。
学生回答完问题后，我会说出我的想法，并根据介绍细节。
然后展开讨论2，读前在学生展开阅读之前，让学生带着问题去阅读。
这样能有效的提高阅读质量。
3，读中在昨天对本课的生词学习以后第一遍阅读的基础上，让学生听句子写出文中的生词。
高一英语Book1 Unit3 Travel Journal 获奖说课稿
高一英语Book1 Unit3 Travel Journal说课稿教学内容分析本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。
文中涵盖了有关这一话题的许多内容，如:“人们在旅游中的交通方式”“旅游点的选择”，还有新兴的旅游方式----“探险旅游”、“生态旅游”等等。
而所有的语言知识和语言技能几乎都是围饶这一中心话题而设计的。
而在上这一单元时，正赶上“十一”长假到哪去的话题，学生应该比较感兴趣。
Warming-up 由三部分组成:第一部分通过图例可以看出人们旅游过程中发生的不文明行为;第二、三部分要求讨论有哪些交通方式。
主要目的在于激活学生已有的相关背景知识，引出话题，为后面几堂课的讨论做好热身准备，是本单元的总动员。
比如:第一部分的图例内容与eco-travel联系比较紧密，我就把它作为这一课(第六课时)的导入。
Listening提供了两部分听力资料。
前面为三则飞机起飞前的广播通知;后面是写在五张明信片上的旅游者的自叙。
目的在于通过输入语言，掌握一些旅游中会碰到的常用表达法。
Speaking 提供的是关于“时光机器”的资料，幻想人们可以借助于这一神奇的交通工具，在过去、未来的时间长河里随心所欲地畅游，文后设计了表格。
这是一个比较开放性的话题，学生可以展开想象，结合学过的历史、地理知识畅所欲言，能充分调动他们“说”的兴趣。
整个活动涉及了“听、说、写”多个技能，按要求完成一定的表格，使之“说”的时候更言之有物。
Reading 分为三部分:pre-reading, reading, post-reading. pre-reading提供了与阅读材料相关的三个问题，启发学生预测课文内容;reading 是一篇关于探险旅游的材料，其中介绍了hiking 与rafting，话题较新颖;post-reading设计了一些帮助学生检测对课文作浅层、深层理解的巩固练习。
高一英语必修一 Unit3 Travel Journal 说课稿
高一英语必修一 Unit3 Travel Journal 说课稿1. 教材分析本单元的中心话题是“旅游”，通过旅游日记的方法描述旅游见闻。
课标内容：语言技能：学习用英语表达祝愿和告别以及交通方式；学会在准备出行之前与同学用英语讨论、制定旅游计划，通过上网查阅相关资料以及写信向朋友或知情人作一些必要的咨询，以了解旅游常识以及旅游必备的手段和必备的费用等；学会在旅游期间或旅游结束后用英语写游记供自己欣赏和他人参考，养成用英语写游记或日记、学会思考和倾诉的良好习惯，从而提升用英语与人沟通、思考问题和解决问题的能力以及写作能力。
听：准确掌握听力材料中的升调和降调，迅速获取文章中的旅行方式、旅行路线以及时间、地点、人物等重要信息。
说：用地道、规范的句子向别人告别或表达祝愿；能够熟练使用现在进行时表述自己对未来的打算。
读：阅读本单元课文及相关旅游文章，能够从文章中获取主要信息，克服像地点名、民族名，民族特点的节日名称的障碍。
写：能够写一篇游记，要求做到：思路清晰，语言简练，并能正确表达自己所做之事、所到之处以及自己的感受。
语言知识：学习本单元22个新单词、2个新短语以及用现在进行时表示将来含义的用法。
话题：Travelling; describing a journey词汇：见教材词汇表功能：1.祝愿和告别(Good wishes and farewells)1).Have a good day/ time/journey/rip!Good luck! Enjoy yourself! Best wishes to you!Happy New Year! Merry Christmas! Happy Birthday!2). Thank you. You, too. The same to you.2.交通方式 (Means of transportation)walking, cycling, horse riding, taking buses/trains/boats/plane语法：现在进行时表示将来When are you leaving?How are you going there?Where are you staying?How long are you staying there?When are you coming back?情感态度和价值观：通过课文的学习，要求同学们能够积极参与关于旅行准备、旅游见闻、旅游感受等方面的交流活动，用准确的英语描述国内外的重要景观、名胜古迹以及一些当地的旅游文化节日。
人教版高一上UNIT 3Travel Journa 说课稿
Unit 3 Travel Journal说课稿Ⅰ说教材:本单元的话题是“旅游”，主要讲述了一段沿湄公河而下的自行车旅行，主人公“王坤”以旅游日记的形式详细记录了这一过程。
本节课是该单元第一课，具有导入功能。
通过本节课的学习将激发学习兴趣，为下节课详细讲解课文做准备。
Ⅱ说学生:高中的学生对新事物充满好奇，他们渴望了解世界，并怀揣旅游的梦想。
本单元的学习重在教会学生有关旅游的常识，本节课则将引导学生制作旅游计划和做好旅游前的准备。
Ⅲ说目标:2 教学重点、难点:重点：帮助学生明晰旅游前应考虑因素（目的地、交通工具、预算等）。
难点：现在进行时表将来时。
Ⅴ说教法:1 教学法分析：本课以讲授法为主，教师通过语言系统连贯的向学生传授知识，避免学生走弯路，帮助形成系统科学的知识。
本课辅之以演示法和讨论法，教师向学生展示图片和旅游计划的制作，激发学生兴趣，讨论法则由教师创造问题情境，引导学生就某个问题探究学习，获得知识。
2 教学手段本课传统教学手段与现代教学手段相互融合。
传统教学手段：黑板、教材采用板书的形式便于学生记笔记，掌握知识的重点，教师深入浅出的讲解，有利于教师现场发挥和控制教学进度。
现代教学手段：电脑运用电脑展示图片，听录音，使学生多种感官参加学习，促进学生对知识的理解，提高师生教学效率。
Ⅵ说设计：1导入：讲述旅游经历，激发学习兴趣【设计意图】运用直观性原则，首先向学生呈现一组教师旅游照片，向学生讲述教师旅游经历，鼓励学生讲述自己的一次旅游经历，注意讲述中特意提到交通工具，以便为下一阶段学习做准备。
（1）教师讲述旅游经历T: Good morning, class.T: The weather is fine today. It’s a good day for traveling, isn’t it?T: First, I’d like to show you pictuer of mine. I took the picture last summer hoilday when I traveled with my friends. Do you know where is it?T: Yes, it’s yellow mountian. Last summer hoilday I traveled yellow mountian andvisited the welcome-pine. Yellow mountian offers the best landscape in China. I was impressed by the beautiful scenery and the delicious food.T: I traveled there by train and it cost nearly 20hours from meizhou to there. So I felt very tired.（2）学生讲述旅游经历T: Ok, so much for my part. Have you ever traveled to ang places?T: Could you share your travel experience with us?T: Buy the way, how di you go there?T: Why?T: Good.If you can travel to yellow mountian, which kind of transport would you choose? By ship? By bus? By train? Airplane?T: Oh, you all have your own choice. Who can tell me why do you prefer to use this kind of transport?2 热身：明晰工具特点，选择交通工具【设计意图】运用启发式原则，教师用连线题启发学生讨论不同交通工具的优缺点，调动学生学习主动性，引发学生独立思考。
人教版高中英语必修1上学期+Unit+3+Travel+journal+PPT说课稿
Lesson Plan InterpretationNSEFC Book1 Unit3 Travel JournalHello, everyone. It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is fro m NSEFC Book 1 Unit 3 Travel Journal. I’ll explain how to teach and why do so from the following 5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design.Ⅰ. The theoretical basisFirst, I’d like to show my theoretical basis--schema theory and top-down model (Goodman, 1971). Journey down the Mekong is a reading course. According to schema theory, reading comprehension is an interactive process between the reader’s bac kground knowledge and the text (Carrel and Eisterhold, 1983), or between the new information and the old knowledge store (Anderson and Pearson, 1984). So in order to improve the students’ reading speed and reading comprehension, language teachers should tr y to activate the Ss’ old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down model, general idea of the text will be got first, and then come the details.II. Understanding of the teaching materialMy understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.At the beginning, let’s focus on the first part. Journey down the Mekong is a piece of travel j ournal written by Wang Kun. It’s mainly about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. General speaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult. So before the students’ first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences. As it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal.That’s all for the first part, now let’s move to the second part. According to the teaching material and the new curriculum of English, in order to fulfill the learning task of this lesson, I establish the following objectives:a) Knowledge objectivesBy the end of the lesson, Ss will have a better understanding of the meaning and structure of the text. Then Ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc.b) Ability objectivesActually students should be encouraged to do speed reading in the first period of reading lesson. But the students in my class are lack of independent readingability. In this class, I will encourage and help them to read, think and find out information by themselves most time. Since the main objective of reading course is to improve the Ss’ reading ability, I’ll train their ability of identifying the general idea in the fast reading. And in intensive reading their ability ofinformation-gathering and summarizing is developed. And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text.c) Moral objectivesThough Journey down the Mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment.Well, so much for the teaching objectives, let's come to deal with the third part: the important points and the difficult points. According to the national curriculum of English and language learning theory, when teaching reading, we should encourage the Ss to do speed reading for the first time, that’s to say, we should encourage our Ss to read as fast as they can when they do the first reading. So much emphasis should be put on reading skills and reading comprehension as well. So the important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. As to the difficult points, they are the same as the important ones.III. Teaching methods and studying waysThat’s all for my understanding of the teaching material. Now let’s focus on the ways of teaching and learning.Generally speaking, I adopt task-based language teaching and communicative approach in my class. As for learning, Ss will learn through independent reading, discussing and cooperating.I will use computer and blackboard as my teaching aids.Ⅳ. Teaching procedureHere comes the most important part, the teaching procedure. It includes 5 steps: Step I: Lead-in and pre-reading, Step II: While-reading, Step III: Consolidation, Step IV: Post-reading, Step V: Homework.Step I: Lead-in and pre-reading (7mins)Now let’s come to the first step. There are three activities in this step and I will spend 7mins on them.In activity one, I will ask Ss two questions "Do you know some great rivers in China?" and "Why they are great?” Here, as the Ss get famili ar with the Chinese great rivers, I choose to ask them some great rivers in China. And the answer to the second question can lead in the next activity--brainstorming.In activity two, I will ask the Ss to discuss in pairs and answer the question "How do pe ople who live along a river use it?” My purpose of this activity is to remind the Ss the importance of the river, thus stimulate the Ss' awareness of protecting the rivers.In the last activity, I will show the Ss a picture of the Mekong River and ask them to list the countries that it flows through. This activity leads in the while-reading. Step II: While-reading (21mins)While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask the Ss to predict what will talk in the text according to the title. It can exert the Ss' imagination.1) Fast readingDuring fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of each paragraph. Usually, the main idea of each paragraph is the first sentence or the last sentence, but this text is not. So the main idea of each paragraph will be matched because the Ss are lack of the skill of summarizing the main idea by themselves.2) Careful readingAfter getting the general idea of each Para., I will deal with the details Para. by Para..In paragraph one, I will ask the Ss to read quickly and do the exercises T or F. And if it is F, I will ask them to correct it. This exercise can help the Ss get the key information of the first paragraph in a short time and can deepen the Ss’ understanding of the first paragraph.In paragraph two, I will ask Ss one question “Is it a difficult journey to cycle along the Mekong? W hy?” This can help the Ss develop their ability of summarizing. If theSs can’t answer the question briefly, I will encourage them to find the key sentences and try to join them together.And in the last paragraph, I will ask Ss two questions “How does th e water of Mekong River change?” and “What can you see when you travel along the Mekong River?” Both questions are required to answer in keys word. In order to lower the difficulty of the questions, I will show them the examples. After that, I will present some pictures to deepen the Ss’ impression on the new words. And these two questions can help the Ss gain a deeper understanding on the Mekong River. Step III: Consolidation (6mins)After dealing with the detailed information of each paragraph, I will ask the Ss to read the whole passage again and answer two questions to consolidate what they’ve learnt. It will take 6 minutes. The two questions are “Where is the source of the Mekong River and which sea does it enter?” and “How do Wang Kun and Wang Wei prep are for the trip?” It is easy for the Ss to find the answer to the first question in the text. As to the second question, it may be a little difficult, so I will list some tips for the Ss to find the answer more easily.Step IV: Post-reading (10mins)That’s all for the while-reading. Now let’s move to the fourth step. In this step, I will design two activities and I will spend 10 minutes on them.The first activity is filling in the blanks. In this activity, Ss are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, Ss are encouraged toexpress their attitudes. It can help the Ss train their ability ofinformation-gathering and expression.The second activity is thinking. In this activity, I will ask the Ss to discuss in groups of four and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes. It is really difficult, but it can not only train their ability of analysis and comprehension, but also cultivate their spirit of cooperationStep V: Homework (1min)Finally it comes to the homework. Ss are required to review the learnt lesson and underline the useful words and phrases in the text. This one is for them to consolidate what they’ve learnt and make preparation for the next lesson—Learning about the Language..Ⅴ. Blackboard designOn the top, there is the title of this lesson. On the left, it lists some important roles that the river plays. On the right, there are some useful words and expressions. That’s all for my interpretation. Thank you for your att ention。
高中英语必修三《Traveljournal》说课稿
高中英语必修三《Travel journal》说课稿一、教学目标1.知识目标：o学生能够掌握并熟练运用与旅行相关的词汇和短语，如destination, itinerary, accommodation, budget等。
o学生能够理解并应用旅行日记的写作格式和技巧，包括时间线的构建、情感描述的融入以及细节描绘的方法。
2.能力目标：o培养学生通过阅读旅行日记，提取关键信息并进行分析的能力。
o提升学生的英语口语表达能力和书面表达能力，使其能够流畅地分享个人旅行经历或计划。
3.情感态度价值观目标：o激发学生对旅行的兴趣和对不同文化的尊重与理解。
o培养学生的观察力和想象力，鼓励他们在日常生活中发现并记录美好瞬间。
二、教学内容-重点内容：旅行日记的基本构成元素（时间、地点、人物、事件、感受）、写作技巧（使用生动的形容词和动词、运用比喻和拟人等修辞手法）。
-难点内容：如何在日记中融入个人情感，使文章既有信息量又富有感染力；如何合理安排文章结构，使旅行经历条理清晰。
三、教学方法-讲授法：介绍旅行日记的基本概念、结构和写作技巧。
-讨论法：分组讨论各自印象深刻的旅行经历，分享感受，为写作积累素材。
-案例分析法：分析优秀旅行日记案例，探讨其成功之处。
-多媒体教学法：利用PPT、视频等多媒体资源展示旅行场景，激发学生的兴趣和想象力。
四、教学资源-教材：高中英语必修三《Travel journal》相关章节。
-教具：多媒体教室、投影仪、电脑。
-多媒体资源：旅行日记范例PPT、旅行风光视频、在线词典。
-实验器材：无（本课为语言教学，不涉及实验）。
五、教学过程六、课堂管理-小组讨论：每组分配明确的任务，确保每位成员都有发言机会，促进团队合作。
-课堂纪律：设定明确的课堂规则，如举手发言、尊重他人意见等，通过表扬和适当提醒维持良好秩序。
-激励机制：设立“最佳日记奖”、“创意之星”等奖项，鼓励学生积极参与，增强学习动力。
七、评价与反馈-课堂小测验：通过快速问答形式检验学生对词汇和写作技巧的掌握情况。
高中英语必修一《Unit3 Travel Journal》全英文说课稿
NSEFC Book1 Unit3 Travel Journal 说课稿Hello, everyone. It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from NSEFC Book 1 Unit 3 Travel Journal. I’ll explain how to teach and why do so from the follow ing 5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design.Ⅰ. The theoretical basisFirst, I’d like to show my theoretical basis--schema theory and top-down model (Goodman, 1971). Journey down the Mekong is a reading course. According to schema theory, reading comprehension is an interactive process between the reader’s background knowledge and the text (Carrel and Eisterhold, 1983), or between the new information and the old knowledge store (Anderson and Pearson, 1984). So in order to improve the students’ reading speed and reading comprehension, language teachers should try to activate the Ss’ old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down model, general idea of the text will be got first, and then come the details.II.Understanding of the teaching materialMy understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.At the beginning, let’s focus on the first part. Journey down the Mekong is a piece of travel journal written by Wang Kun. It’s mainly about Wang Kun and his sister’s dream of taking a gr eat bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. General speaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult. So before thestudents’ first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences. As it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal.That’s all for the first part, now let’s move to the second part. According to the teaching material and the new curriculum of English, in order to fulfill the learning task of this lesson, I establish the following objectives:a) Knowledge objectivesBy the end of the lesson, Ss will have a better understanding of the meaning and structure of the text. Then Ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc.b) Ability objectivesActually students should be encouraged to do speed reading in the first period of reading lesson. But the students in my class are lack of independent reading ability. In this class, I will encourage and help them to read, think and find out information by themselves most time. Since the main objective of reading course is to improve the Ss’ reading ability, I’ll train t heir ability of identifying the general idea in the fast reading. And in intensive reading their ability of information-gathering and summarizing is developed. And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text.c) Moral objectivesThough Journey down the Mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment.Well, so much for the teaching objectives, let's come to deal with the third part: the important points and the difficult points. According to the national curriculum of English and language learning theory, when teaching reading, we should encourage the Ss to do speed reading for the first time, that’s to say, we should encourage our Ss to read as fast as they can when they do the first reading. So much emphasis should be put on reading skills and reading comprehension as well. So the important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. As to the difficult points, they are the same as the important ones.III. Teaching methods and studying waysThat’s all for my understanding of the teaching material. Now let’s focus on the ways of teaching and learning.Generally speaking, I adopt task-based language teaching and communicative approach in my class. As for learning, Ss will learn through independent reading, discussing and cooperating.I will use computer and blackboard as my teaching aids.Ⅳ. Teaching procedureHere comes the most important part, the teaching procedure. It includes 5 steps: Step I: Lead-in and pre-reading, Step II: While-reading, Step III: Consolidation, Step IV: Post-reading, Step V: Homework.Step I: Lead-in and pre-reading (7mins)Now let’s come to the first step. There are three activities in this step and I will spend 7mins on them.In activity one, I will ask Ss two questions "Do you know some great rivers in China?" and "Why they are great?” Here, as the Ss get familiar with the Chinese great rivers, I choose to ask them some great rivers in China. And the answer to the second question can lead in the next activity--brainstorming.In activity two, I will ask the Ss to discuss in pairs and answer the question "How do peop le who live along a river use it?” My purpose of this activity is to remind the Ss the importance of the river, thus stimulate the Ss' awareness of protecting the rivers.In the last activity, I will show the Ss a picture of the Mekong River and ask them to list the countries that it flows through. This activity leads in thewhile-reading.Step II: While-reading (21mins)While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask the Ss to predict what will talk in the text according to the title. It can exert the Ss' imagination.1) Fast readingDuring fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of each paragraph. Usually, the main idea of each paragraph is the first sentence or the last sentence, but this text is not. So the main idea of each paragraph will be matched because the Ss are lack of the skill of summarizing the main idea by themselves.2) Careful readingAfter getting the general idea of each Para., I will deal with the details Para. by Para..In paragraph one, I will ask the Ss to read quickly and do the exercises T or F. And if it is F, I will ask them to correct it. This exercise can help the Ss get the key information of the first paragraph in a short time and can deepen the Ss’ understanding of the first paragraph.In paragraph two, I will ask Ss one question “Is it a difficult journey to cycle along the Mekong? Why?” This can help the Ss develop their ability of summarizing. If the Ss can’t answer the question briefly, I will encourage them to find the key sentences and try to join them together.And in the last paragraph, I will ask Ss two questions “How does the w ater of Mekong River change?” and “What can you see when you travel along the Mekong River?” Both questions are required to answer in keys word. In order to lower the difficulty of the questions, I will show them the examples. After that, I will present so me pictures to deepen the Ss’ impression on the new words. And these two questions can help the Ss gain a deeper understanding on the Mekong River.Step III: Consolidation (6mins)After dealing with the detailed information of each paragraph, I will ask the Ss to read the whole passage again and answer two questions to consolidate what they’ve learnt. It will take 6 minutes. The two questions are “Where is the source of the Mekong River and which sea does it enter?” and “How do Wang Kun and Wang Wei prepare for the trip?” It is easy for the Ss to find the answer to the first question in the text. As to the second question, it may be a little difficult, so I will list some tips for the Ss to find the answer more easily.Step IV: Post-reading (10mins)That’s a ll for the while-reading. Now let’s move to the fourth step. In this step, I will design two activities and I will spend 10 minutes on them.The first activity is filling in the blanks. In this activity, Ss are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, Ss are encouraged to express their attitudes. It can help the Ss train their ability of information-gathering and expression.The second activity is thinking. In this activity, I will ask the Ss to discuss in groups of four and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes. It is really difficult, but it can not only train their ability of analysis and comprehension, but also cultivate their spirit of cooperationStep V:Homework (1min)Finally it comes to the homework. Ss are required to review the learnt lesson and underline the useful words and phrases in the text. This one is for them to consolidate what they’ve learnt and make preparation for the next lesson—Learning about the Language..Ⅴ. Blackboard designOn the top, there is the title of this lesson. On the left, it lists some important roles that the river plays. On the right, there are some useful words and expressions.That’s all for my interpretation. Thank you for your att。
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Unit 3 Travel journal
Good morning, everyone. Today it is my honor to stand here and share my lesson plan with you. First of all, please allow me to take a pre-introduction about my lesson plan. Today the content of my lesson is unit 3 Travel journal. I divided my class into 8 parts; they are teaching material, teaching aims, key and different points, analysis of students, teaching and learning methods, teaching procedure, teaching aids and blackboard design. Now I will introduce them one by one.
First teaching materials include2 parts; textbook and function and status.The textbook is New Senior English for China, Book 1 by People’s Education Press.The function of Unit 3 is talking about travel journal. In this unit we need study the grammar---be gonging to do something. In this unit, we will also review perfect present tense. And also we should learn how to write travel journal.
OK, so much for teaching materials. The next part is teaching aims. Teaching aims includes 3 parts; knowledge aims, ability aim and emotion aim. About knowledge aims, they are some new words and phrases such as: journal, persuade, prefer, and give in. Ability aim is Talk about travel and describes a journey. And the emotion aim is let students know travel can open their eyes. Students should realize the importance travel and like it.
The next part is key and different points. The key points are about some words and grammar. Such as transport, prefer, graduate, schedule, persuade. The different points are how to use English to describe a journey and how t o develop students’ reading skills of skimming and scanning.
So much for key and different points, the next is analysis of the student. As we all know students in Grade 1 in senior high school have learned English for several years. Their concrete thinking ability has attained at a high level, they can do some works about abstract thinking. But, they have too many ideas to control. Sometimes, they would not follow the teachers’ step in class.
The next is teaching and learning methods. About teaching methods I would like to use task-based language teaching method and audio visual teaching method. They could make my teaching logical. About learning methods I will chose cooperative learning and autonomous learning method. Students can learn more and faster through them.
The next part is the most important part-teaching procedure. It includes greeting and lead in, pre-reading, while reading, post reading, summary and homework. At the beginning of my class I will greet to my students as usual and then I will show them some photos and ask them whether they know the place on photo. Before we reading the whole text I will let my students listen the text. Then we do the skimming and scanning. I will ask them some easy questions and ask them to answer. While reading I will lead my students learn some new words; such as: fond it means like. Be going to do something means will do something. About post reading I will check the answer. Then I will summary the whole text and lead them reading the important sentences. At last I will give them some homework. For example: search the internet or read books list more details about the Mekong.
The next is teaching aids. I think a multi-media computer, photos and tapes are very useful for my class. My students should know more details about the Mekong.
The last part is blackboard design and I will describe it like this:。